Unit 1

The importance of numeracy

across the curriculum
18 | Numeracy across the curriculum | Unit 1 © Crown copyright 2001
Unit 1
The importance of numeracy
across the curriculum

Objectives
• To consider the need to raise standards in numeracy

• To consider current images of mathematics and mathematicians

• To introduce the definition of numeracy

• To consider the need for improving numeracy skills across the curriculum

Suggested use and organisation

• All schools except those which have already established policies on numeracy
across the curriculum; whole-staff meeting.

• This is an introductory session for a whole-school training day. It could also be

useful as the first in a series of staff meetings.

• Staff should sit around tables in departmental groups; where possible there
should be a member of the mathematics department with each group.

Resources
• OHTs 1.0–1.7

• Handouts 1.1–1.4 (one set for each participant)

• Framework for teaching mathematics: Years 7, 8 and 9 (one copy per group)

• Video sequence 1, ‘Consulting with the pupils’ or copies of your own pupils’
web diagrams showing how they use mathematics in other subjects (one for
each participant)

• Appendix 1, Images of mathematicians and mathematics (one copy per group;

optional)

Session outline 75 minutes

Introduction Talk, group 20 minutes
Considering the need to raise standards in numeracy discussion
Defining numeracy Talk, group 25 minutes
Introducing and discussing the Strategy’s definition discussion
of numeracy
Mathematics in other subjects Video 25 minutes
Considering the pupils’ views and Ofsted’s expectations (optional),
of the use of mathematics in other subjects group discussion
Conclusion Talk, 5 minutes
Identifying points for action discussion

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Introduction 20 minutes
Show OHT 1.0 and outline the objectives of the session.

OHT 1.0
Objectives
• To consider the need to raise standards in numeracy
• To consider current images of mathematics and mathematicians
• To introduce the definition of numeracy
• To consider the need for improving numeracy skills across the curriculum

Does numeracy matter?

This section could be delivered by a member of the senior management team.

Distribute copies of handout 1.1 which lists quotes from Does numeracy matter?
Evidence from the National Child Development Study on the impact of poor
numeracy on adult life (Basic Skills Agency, 1997).

Invite participants to read the handout, then ask the group:

• What is your reaction to the information?

• What are the implications for pupils?

• What are the implications for the school?

Take brief feedback.

Point out that numeracy is recognised as a key skill that is important for the
employment opportunities of pupils at all levels of attainment.

Emphasise that the evidence shows that poor numeracy skills are a greater
impediment to life chances than poor literacy skills. If all members of staff support
the drive to raise standards of numeracy the career prospects of pupils will be
improved.

The image of mathematics and mathematicians

Next, mention that the public image of mathematics and mathematicians is often
rather negative. As an example, you may want to distribute copies of appendix 1,
Images of mathematicians and mathematics.

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Show OHT 1.1 which lists some common views about mathematics.

OHT 1.1
Views of mathematics
Mathematics is …
• an important subject
• nothing to do with real life
• a boys’ subject
• something you can either do or you can’t
• about learning rules
• about right and wrong answers

Adults often boast that they were ‘never any good at mathematics’ when they were
at school, reinforcing the generally accepted view that it is OK to be innumerate.

Ask colleagues to consider why adults might have a negative view of the subject
and to suggest ways of avoiding such attitudes developing in their pupils. Allow a
few minutes for discussion in groups before taking feedback.
Mention the following points:

• Negativity is frequently connected to adult insecurity in the subject, poor

learning experiences and fear of getting the ‘wrong’ answer. Problems can be
created if these views are passed on to pupils.

• Some teachers, in mathematics or in other subjects, may put pupils under

pressure in their lessons to perform mathematical routines that are insufficiently
developed or unfamiliar; this can reinforce negative feelings which pupils may
already have.

• Some teachers may avoid the mathematical elements of their subject, thereby
losing opportunities to demonstrate the necessity of mathematics.

Defining numeracy 25 minutes

Introduce the definition of numeracy taken from the Framework for teaching
mathematics: Years 7, 8 and 9. Distribute copies of handout 1.2, ‘A definition of
numeracy’, and ask teachers to read through it. Point out the range of
mathematics covered by the definition, stressing that it is not restricted to
arithmetic.

Allow participants, working in departmental groups, about 15 minutes to consider

the definition, using OHT 1.2 to guide their discussion.

OHT 1.2
Points for discussion
Consider the definition of numeracy (handout 1.2).
• Are there any areas of mathematics useful to your subject which you feel are not
covered by the definition?
• Which aspects of the definition are most relevant to the work of your department?
• Identify the two most important aspects of numeracy you require for each of the
Years 7, 8 and 9.

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Take feedback from each subject group, using OHTs 1.3–1.5 as prompts (which
repeat the text on handout 1.2), identifying any common needs.

OHT 1.3
A definition of numeracy 1
By Year 9, pupils should:
• have a sense of the size of a number and where it fits into the number system
• recall mathematical facts confidently
• calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a
range of calculation strategies
• use proportional reasoning to simplify and solve problems
• use calculators and other ICT resources appropriately and efficiently to solve mathematical
problems, and select from the display the number of figures appropriate to the context of a
calculation

OHT 1.4
A definition of numeracy 2
By Year 9, pupils should:
• use simple formulae and substitute numbers in them
• measure and estimate measurements, choosing suitable units, and reading numbers
correctly from a range of meters, dials and scales
• calculate simple perimeters, areas and volumes, recognising the degree of accuracy that
can be achieved
• understand and use measures of time and speed, and rates such as £ per hour or miles
per litre
• draw plane figures to given specifications and appreciate the concept of scale in
geometrical drawings and maps

OHT 1.5
A definition of numeracy 3
By Year 9, pupils should:
• understand the difference between the mean, median and mode and the purpose for
which each is used
• collect data, discrete and continuous, and draw, interpret and predict from graphs,
diagrams, charts and tables
• have some understanding of the measurement of probability and risk
• explain methods and justify reasoning and conclusions, using correct mathematical terms
• judge the reasonableness of solutions and check them when necessary
• give results to a degree of accuracy appropriate to the context

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Teachers of other subjects often see mathematics as a service subject and ask for
certain mathematical topics to be taught to fit in with the requirements of their
scheme of work. However, there are often ways in which these same teachers
could use the context of their own subject to support the teaching of mathematics.
For example, a geography teacher may be able to enhance the teaching of data
handling by providing real data collected as part of a geographical survey, or a PE
teacher could link timing in athletics with work on levels of accuracy in a
mathematics lesson.

Having discussed the definition of numeracy, it is likely there will be some

agreement on the areas of mathematics most useful in other subjects. However,
needs will be diverse and there is a danger, in trying to tackle everything at once,
that little will actually be achieved. It will be useful to agree some priorities. The
priorities suggested on OHT 1.6 probably cover most departments’ needs, and will
be the focus for this course.

OHT 1.6
Priorities for cross-curricular numeracy
• To improve accuracy, particularly in calculation, measurement and graphical work
• To improve interpretation and presentation of graphs, charts and diagrams
• To improve reasoning and problem solving

Mathematics in other subjects 25 minutes

Introduce this section using either option A or B.

A A group of pupils from Years 8 to 10 at John Masefield School, Ledbury, were

asked to discuss their use of mathematics in other subjects. Show video
sequence 1, ‘Consulting with the pupils’, in which the group constructs a web
diagram to support their discussion. The video sequence lasts 5 minutes.

B Distribute the copies of web diagrams drawn by your own pupils, showing how
they use mathematics in other subjects.

Ask teachers to spend a few minutes in small groups discussing the points raised.

• Are there any surprises?

• Do pupils’ perceptions agree with your own?

Emphasise that many pupils will not see the links between mathematics and other
subjects unless they are pointed out.

Next, remind teachers of the Ofsted approach to inspecting numeracy.

When reporting on standards in mathematics, inspectors are expected to give

attention to numeracy and pupils’ competence in using their knowledge, skills and
understanding of numbers not only in mathematics but also in other subjects. Use
OHT 1.7 to illustrate this.

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 OHT 1.7
Numeracy in Ofsted inspections
In relation to numeracy, inspectors should establish:
• whether there is clear understanding and consistent practice among staff in the
development of pupils’ mental skills, written methods of calculation and use of calculators
• if pupils can identify and use an efficient strategy for the calculations they need to do
• if pupils cope well with the mathematical demands made in different subjects, or are held
back through lack of mathematical knowledge or poor basic skills in numeracy
• how well numeracy and, where appropriate, other mathematical skills are taught,
developed or practised in other subjects

Distribute copies of handout 1.3, ‘Evidence of mathematics in other subjects’, that

summarises the range of evidence that may be available. Teachers may need to
return to this handout later (perhaps in a department meeting) and consider their
department’s contribution.

Conclusion 5 minutes
Distribute copies of handout 1.4, ‘Priorities for cross-curricular numeracy’, and ask
participants to list any points for action. Explain that they will need to keep this
handout for future use. Their notes will help to inform departmental developments
in unit 9.

Conclude the session by explaining that while the main purpose of developing
numeracy across the curriculum is to improve standards across all subjects, it is
also helpful to try to improve the image of mathematics amongst pupils, teachers
and the community at large as many have a fear of mathematics.

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 OHT 1.0

Objectives
• To consider the need to raise standards in
numeracy
• To consider current images of mathematics and
mathematicians
• To introduce the definition of numeracy
• To consider the need for improving numeracy
skills across the curriculum

Key Stage 3 National Strategy

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 OHT 1.1

Views of mathematics
Mathematics is …
• an important subject
• nothing to do with real life
• a boys’ subject
• something you can either do or you can’t
• about learning rules
• about right and wrong answers

Key Stage 3 National Strategy

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 OHT 1.2

Points for discussion

Consider the definition of numeracy (handout 1.2).
• Are there any areas of mathematics useful to your
subject which you feel are not covered by the
definition?
• Which aspects of the definition are most relevant
to the work of your department?
• Identify the two most important aspects of
numeracy you require for each of the
Years 7, 8 and 9.

Key Stage 3 National Strategy

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 OHT 1.3

A definition of numeracy 1
By Year 9, pupils should:
• have a sense of the size of a number and where it
fits into the number system
• recall mathematical facts confidently
• calculate accurately and efficiently, both mentally
and with pencil and paper, drawing on a range of
calculation strategies
• use proportional reasoning to simplify and solve
problems
• use calculators and other ICT resources
appropriately and efficiently to solve mathematical
problems, and select from the display the number
of figures appropriate to the context of a
calculation

Key Stage 3 National Strategy

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 OHT 1.4

A definition of numeracy 2
By Year 9, pupils should:
• use simple formulae and substitute numbers in
them
• measure and estimate measurements, choosing
suitable units, and reading numbers correctly from
a range of meters, dials and scales
• calculate simple perimeters, areas and volumes,
recognising the degree of accuracy that can be
achieved
• understand and use measures of time and speed,
and rates such as £ per hour or miles per litre
• draw plane figures to given specifications and
appreciate the concept of scale in geometrical
drawings and maps

Key Stage 3 National Strategy

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 OHT 1.5

A definition of numeracy 3
By Year 9, pupils should:
• understand the difference between the mean,
median and mode and the purpose for which each
is used
• collect data, discrete and continuous, and draw,
interpret and predict from graphs, diagrams,
charts and tables
• have some understanding of the measurement of
probability and risk
• explain methods and justify reasoning and
conclusions, using correct mathematical terms
• judge the reasonableness of solutions and check
them when necessary
• give results to a degree of accuracy appropriate
to the context

Key Stage 3 National Strategy

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 OHT 1.6

Priorities for cross-curricular numeracy

• To improve accuracy, particularly in calculation,
measurement and graphical work
• To improve interpretation and presentation of
graphs, charts and diagrams
• To improve reasoning and problem solving

Key Stage 3 National Strategy

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 OHT 1.7

Numeracy in Ofsted inspections

In relation to numeracy, inspectors should establish:
• whether there is clear understanding and
consistent practice among staff in the
development of pupils’ mental skills, written
methods of calculation and use of calculators
• if pupils can identify and use an efficient strategy
for the calculations they need to do
• if pupils cope well with the mathematical demands
made in different subjects, or are held back
through lack of mathematical knowledge or poor
basic skills in numeracy
• how well numeracy and, where appropriate, other
mathematical skills are taught, developed or
practised in other subjects

Key Stage 3 National Strategy

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Handout 1.1

Is numeracy a problem?
In 1997, the Basic Skills Agency published Does numeracy matter?; the following
notes are taken from that report.

• Against expectation, the groups showing the lowest levels of full-time labour
market participation among men and women were those with poor numeracy
rather than poor literacy (p. 10).

• We see signs here of an unexpected significance attached to numeracy in holding

onto jobs (p. 11).

• As we might expect, those people in the poor numeracy + poor literacy group
were most likely to be found in manual occupations. [But] … they were followed
closely, not [by those] with poor literacy + competent numeracy, but [by those]
with competent literacy + poor numeracy (p. 13).

• The differences between the numeracy and literacy groups demonstrate again the
importance of poor numeracy in restricting access to job opportunities – this time
within work itself (p. 15).

• People without numeracy skills suffered worse disadvantage in employment than

those with poor literacy skills alone. They left school early, frequently without
qualifications, and had more difficulty in getting and maintaining full-time
employment (p. 27).

• One feature of the modern labour market is the relentless decline in unskilled and
partly skilled occupations. Our case studies showed that people with poor
numeracy were in exactly these kinds of jobs. As the number of such occupations
declines further, then the people in them face increasing risk of unemployment. To
improve their opportunities to get the kinds of jobs that are available, their
numeracy skills have to be enhanced. This makes the case for viewing numeracy
as just as important a target for educational intervention … as literacy (p. 28).

Taken from Does numeracy matter? Evidence from the National Child Development
Study on the impact of poor numeracy on adult life (Basic Skills Agency, 1997)

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Handout 1.2

A definition of numeracy
By Year 9, pupils should:
• have a sense of the size of a number and where it fits into the number system;
• recall mathematical facts confidently;
• calculate accurately and efficiently, both mentally and with pencil and paper,
drawing on a range of calculation strategies;
• use proportional reasoning to simplify and solve problems;
• use calculators and other ICT resources appropriately and efficiently to solve
mathematical problems, and select from the display the number of figures
appropriate to the context of a calculation;
• use simple formulae and substitute numbers in them;
• measure and estimate measurements, choosing suitable units, and reading
numbers correctly from a range of meters, dials and scales;
• calculate simple perimeters, areas and volumes, recognising the degree of
accuracy that can be achieved;
• understand and use measures of time and speed, and rates such as £ per hour or
miles per litre;
• draw plane figures to given specifications and appreciate the concept of scale in
geometrical drawings and maps;
• understand the difference between the mean, median and mode and the purpose
for which each is used;
• collect data, discrete and continuous, and draw, interpret and predict from graphs,
diagrams, charts and tables;
• have some understanding of the measurement of probability and risk;
• explain methods and justify reasoning and conclusions, using correct
mathematical terms;
• judge the reasonableness of solutions and check them when necessary;
• give results to a degree of accuracy appropriate to the context.
Taken from the Framework for teaching mathematics: Years 7, 8 and 9, section 1,
page 9 (DfEE, 2001)

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Handout 1.3

Evidence of mathematics in other subjects

When reporting on standards in mathematics, inspectors are expected to give due
attention to numeracy and pupils’ competence in using their knowledge, skills and
understanding of number, not only in mathematics, but also in other subjects.

They are to gather evidence from other subjects of the extent to which pupils can:

• recall number facts and manipulate whole numbers (positive and negative),
fractions, decimals and percentages;

• use the methods of calculation they have been taught in mathematics lessons in
different curricular contexts;

• use calculators and ICT efficiently, and recognise when these are inappropriate
tools;

• estimate and judge the reasonableness of their solutions, check their methods and
answers and give results to a required degree of accuracy;

• solve problems where they need to identify the calculations required, and interpret
and check their results in the context of the original problem;

• substitute numbers into formulae; and use and make sense of information
presented in tables, charts and diagrams, and graphically;

• collect both discrete and continuous data, represent data pictorially and
graphically, analyse data and make predictions; and

• explain their strategies and methods and use correct mathematical vocabulary.

Adapted from Inspecting mathematics 11–16 with guidance on self-evaluation

(Ofsted, 2001, p. 25)

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Handout 1.4

Priorities for cross-curricular numeracy

To improve accuracy, To improve interpretation To improve reasoning

particularly in calculation, and presentation of and problem solving
measurement and graphs, charts and
graphical work diagrams

Year 7

Year 8

Year 9

Other points for action

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48 | Numeracy across the curriculum | Unit 1 © Crown copyright 2001